Interactions during Shared Storybook Reading
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
This study examined how different types of adult-child interactions can potentially promote preschoolers' literacy development during their emergent literacy period. Although it is believed that most children learn how to read in formal kindergarten or elementary school settings, experiences during the preschool years could set the stage for their literacy development. Particularly, this study targeted individuals in storybook reading sessions at public libraries. Attending various types of storybook reading sessions at libraries led children to initiate social interactions, and illustrated apprenticeship. The first obvious interaction occurred between the teacher, who was also the storyteller, and the children. Rather than directly providing the correct answers to questions, teachers often asked students simple questions to elicit their attention. The second but most active interaction, between parents and children, was one of the primary concerns of this research. Parents could motivate or even verbally or nonverbally control their children's behaviors. In addition, the case of a father with an adopted child provided a unique example of an adult-child interaction
Abstract
This study examined how different types of adult-child interactions can potentially promote preschoolers' literacy development during their emergent literacy period. Although it is believed that most children learn how to read in formal kindergarten or elementary school settings, experiences during the preschool years could set the stage for their literacy development. Particularly, this study targeted individuals in storybook reading sessions at public libraries. Attending various types of storybook reading sessions at libraries led children to initiate social interactions, and illustrated apprenticeship. The first obvious interaction occurred between the teacher, who was also the storyteller, and the children. Rather than directly providing the correct answers to questions, teachers often asked students simple questions to elicit their attention. The second but most active interaction, between parents and children, was one of the primary concerns of this research. Parents could motivate or even verbally or nonverbally control their children's behaviors. In addition, the case of a father with an adopted child provided a unique example of an adult-child interaction
참고문헌 (39)
- 우길주, "영어책 읽기가 읽기 세부영역에 미치는 효과", 언어과학, 20(4), pp.99~118 (2013), 한국언어과학회
- 임영선, "손가락 짚어 읽기가 유아의 영어 읽기능력에 미치는 영향: 음소와 글자인지를 중심으로", 언어과학, 17(2), pp.39~56 (2010), 한국언어과학회
- Anglin, J. M, "Vocabulary Development : A Morphological Analysis", Monographs of the Society for Research in Child Development, 58(10), pp.1~187 (1993)
- Bailey, D, "Assessing Infants and Preschoolers with Handicaps", pp.1~21 (1989), Merrill
- Biemiller, A, "Teaching Vocabulary : Early, Direct, and Sequential", American Educator, 25(1), pp.24~28 (2001)
- Catts, H. W., "A Longitudinal Investigation of Reading Outcomes in Children with Language Impairments. Journal of Speech, Language", Journal of Speech, Language, and Hearing Research, 45, pp.1142~1157 (2002)
- Coyne, M. D., "Teaching Vocabulary during Shared Storybook Readings: An Examination of Differential Effects", Exceptionality, 12(3), pp.145~162 (2004)
- Crowe, L. K., "Training Caregivers to Facilitate Communicative Participation of Preschool Children with Language Impairment during Storybook Reading", Journal of Communication Disorders, 37, pp.177~196 (2004)
- Cunningham, A. E., "What Reading Does for the Mind", American Educator, 22, pp.8~15 (1998)
- Dodici, B. J., "Early Parent-Child Interactions and Early Literacy Development", Topics in Early Childhood Special Education, 23(3), pp.124~136 (2003)
- Foorman, B. R., "Critical Elements of Classroom and Small-Group Instruction Promote Reading Success in All Children", Learning Disabilities Research & Practice, 16, pp.203~212 (2001)
- Haden, C. A., "Mothers’ Extratextual Comments during Storybook Reading: Stylistic Differences over Time and across Texts", Discourse Processes, 21, pp.135~169 (1996)
- Hart, B., "Meaningful Differences in the Everyday Experience of Young American Children" (1995), Brookes
- Juel, C, "Learning to Read and Write : A Longitudinal Study of Fifty-Four Children from First through Fourth Grade", Journal of Educational Psychology, 80, pp.437~447 (1988)
- Justice, L. M, "Word Exposure Conditions and Preschoolers’ Novel Word Learning during Shared Storybook Reading", Reading Psychology, 23, pp.87~106 (2002)
- Justice, L. M., "Stimulating Children’s Print and Word Awareness through Home-Based Parent Intervention", American Journal of Speech-Language Pathology, 9, pp.257~269 (2000)
- Justice, L. M., "Use of Storybook Reading to Increase Print Awareness in At-Risk Children", American Journal of Speech-Language Pathology, 11, pp.17~29 (2002)
- Justice, L. M., "Using Shared Storybook Reading to Promote Emergent Literacy", Teaching Exceptional Children, 34(4), pp.8~13 (2002)
- Justice, L. M., "Topic Control during Shared Storybook Reading : Mothers and Their Children with Language Impairments", Topics in Early Childhood Special Education, 23, pp.137~150 (2003)
- Kaderavek, J., "Shared Storybook Reading as an Intervention Context : Practices and Potential Pitfalls", American Journal of Speech-Language Pathology, 11, pp.395~406 (2002)
- Lefebvre, P., "Enhancing Vocabulary, Print Awareness and Phonological Awareness through Shared Storybook Reading with Low-Income Preschoolers", Journal of Early Childhood Literacy, 11(4), pp.453~479 (2011)
- "National Assessment of Educational Progress. The Nation’s Report Card" (2005)[URL]
- Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction: Reports of the Subgroups, "National Reading Panel", National Institute of Child Health and Human Development, ~ (2000)
- Price, G. G., "Processes by Which Verbal-Educational Abilities are Affected when Mothers Encourage Preschool Children to Verbalize", Developmental Psychology, 17, pp.554~564 (1981)
- Reese, E, "Predicting Children’s Literacy from Mother-Child Conversations", Cognitive Development, 10, pp.381~405 (1995)
- Reese, E., "Quality of Adult Book Reading Affects Children’s Emergent Literacy", Developmental Psychology, 35(1), pp.20~28 (1999)
- Rogoff, B., "Apprenticeship in Thinking: Cognitive Development in Social Context" (1990), Oxford University Press
- Scarborough, H. S, "Handbook of Early Literacy Research (vol. 1)", pp.97~110 (2001), The Guilford Press
- Scarborough, H. S., "On the Efficacy of Reading to Preschoolers", Developmental Review, 14, pp.245~302 (1994)
- Sénéchal, M., "Storybook Reading and Parent Teaching : Links to Language and Literacy Development", New Directions for Child and Adolescent Development, 92, pp.39~52 (2001)
- Snow, C. E, "Literacy and Language : Relationships during the Preschool Years", Harvard Educational Review, 53, pp.165~189 (1983)
- Sonnenschein, S., "The Influence of Home-Based Reading Interactions on 5-Year-Olds’ Reading Motivations and Early Literacy Development", Early Childhood Research Quarterly, 17, pp.318~337 (2002)
- Storch, S. A., "Oral Language and Code-Related Precursors to Reading: Evidence from a Longitudinal Structural Model", Developmental Psychology, 38, pp.934~947 (2002)
- Stuart, M, "Prediction and Qualitative Assessment of Five- and Six-Year Old Children’s Reading: A Longitudinal Study", British Journal of Educational Psychology, 65, pp.287~296 (1995)
- Teale, W. H., "Emergent Literacy: Writing and Reading" (1986), Ablex
- Torgesen, J. K, "Catch Them before They Fall : Identification and Assessment to Prevent Failure in Young Children", American Educator, 22, pp.32~39 (1998)
- Torgesen, J. K., "Preventing Reading Failure in Young Children with Phonological Processing Disabilities: Group and Individual Responses to Instruction", Journal of Educational Psychology, 91, pp.1~15 (1999)
- Walsh, B. A., "The Effect of Questioning Style during Storybook Reading on Novel Vocabulary Acquisition of Preschoolers", Early Childhood Education Journal, 33(4), pp.273~278 (2006)
- Wells, G, "Literacy, Language, and Learning: The Nature and Consequence of Reading and Writing", pp.229~255 (1986), Cambridge University Press